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FACTORS
MILITATING AGAINST THE EFFECTIVE TEACHING OF SCIENCE IN SOME SELECTED PRIMARY
SCHOOL
ABSTRACT
This study was carried out in order to determine the factors militating against
the effective teaching of science in some selected schools in Egor Local Government
Area of Edo State.
It was born out of the fact that science teaching in primary schools is highly
neglecter. The investigation so far carried out covers four primary schools in
the locality.
The findings were based on four basic research questions.
(1)Lack of laboratories and lack of instructional materials
(2)Pupils attitude towards the subject (science) affects
their performance
(3)Teachers teaching methods in science affect pupils
performance
(4)Teachers qualification also affect the pupils performance
in science,
From
the research question it was discovered that the following factors absence of
laboratories and lack of instructional materials limited and incompetent
teachers of the subject were found to be responsible for the inefficient
teaching of science in schools.
TABLE
OF CONTENT
Title page
Abstract
Table of content
CHAPTER
ONE
Introduction
Statement of problems
Research question
Hypothesis
Purpose of the study
Significance of the
study
Scope of the study
Limitation of study
Definition of terms
CHAPTER
TWO
Irregularity and
unpunctuality to class
Neglecting of
practical work in science
Lack of proper
attention at home
Attitude of head
master, teachers and pupils toward the teaching of science
Unqualified teachers
and shortage of science equipment
Teaching profession
not been motivated
No proper planning of
lesson
No provision of
incentive to both pupils and teachers
Summary of literature
CHAPTER
THREE
Designed of the study
Sampling procedure
Sampling population
Research instrument
Data collection
Data analysis
CHAPTER
FOUR
Analysis of data
Summary of analysis
of data
CHAPTER
FIVE
Finding,
recommendation and conclusion
REFERENCE
APPENDIX
CHAPTER
ONE
INTRODUCTION
BACKGROUND
TO THE STUDY
When we look around we cannot but admire the work of science as the clothes we
put on, the house we lives in, the pen use in writhing, the cooker we watch,
the steer we play, the pipe borne water, the motor car we drive, the medicine
we drink, the are propane that flies, the book we read, the chalk we write
with, the industries we work in, the electricity we use e.t.c
According to Joseph (1966) science is a perception of the mind where by an
infinitive idea develops into a form that eventually beats man’s imagination
and ingenuity
Nigeria
as a developing nation is not exempted from the for industrialization despite
the country’s buoyancy in mineral resources, she is still learning from
countries like united kingdom and united state of America the society is
productively hand capped by low level of technology, yet Nigeria has a high
taste for luxuries, hence cannot but learn from developed countries for
commodes this so because she lack scientific inventions this has gone a long
way to hamper the countries economic growth over the years in search of
economical and technological satisfaction, Nigeria now encourages the study of
science anf technology in schools
The national policy on education is now geared towards reflecting the nation
need science is important in our modern industries, it is fundamental to boldly
and mental health it has revolutionaries our look on the universe, it has
freed us from haunting fears and has influence our fundamental philosophies
according to Abubakar (1972) “the pursuit of science is imperative for any
nation that want to maintain its independence and sovereignty, ensure growing
prosperity and hold up its ahead among civilized nations” science has come to
stay in this country but the way and manner it is taught has a lot to do in
teaching any particular subjects a number of strategies or methodology are
often employed according to Thompson (1962) “teaching are those techniques used
by the teacher as the most efficient means of achieving the teaching goals”
In
the Nigeria national policy on education (1981) it stated that school education
should “equip pupils to live attentively in our modern age of science and
technology” in accordance with this aim of education, Boge (1979) has his to
say, “in an era that is most accurately described by its scientific and
technological process, one major educational problem is preparing the young
people to cope with the intellectual and cultural environment characterized by
rapid changes” in order for pupils to understand this rapidly, scientific and
technological society, it is assumed that these young people should have some
basic understanding for the science
Experimental science is one of the most recently included subject content of
the curriculum science it inclusion, science has continued to occupy its
separate place and some time, it is of ten neglected in some schools even where
the various branches of science are taught they are done without regard for the
basic requirement needed in spite of the effort made during the present decade
by the federal and state government of Nigeria to give science subject their
role in education note much has been achieved in some selected schools in Egor
Local Government Area of Edo state the effect of the deficiency in teaching science
in schools are particularly evident in developing countries such as Nigeria
STATEMENT
OF PROBLEM
(1)
To which extent has the number of
pupils per class in Nigeria which is too unwieldy affect the effective teaching
of science
(2)
In what way does in adequate use of
specimens material and diagrams makes ineffective the teaching of science
(3)
Could lack of improvised teaching and
by teacher cause ineffective teaching which lead to the pupils poor performance
in science
(4)
Can bad attitude of teachers towards
work affect the effective teaching of science
(5)
Could lack of practical work causes
ineffective teaching of science
RESEARCH
QUESTION
(1)
How does lack of laboratories and lack
of instructional material affect the effective teaching of science?
(2)
How does pupil’s attitude towards the
subject (science) affect their performance in the teaching of science?
(3)
Does teacher’s qualification also
affect pupils performance in effective teaching of science/
(4)
How teacher dose’s teaching methods in
science affects pupil’s performance ineffective teaching of science?
HYPOTHESIS
The ineffective
teaching of science schools is brought by several factors the researcher has it
in mind that the factors listed below could be responsible for it
(1)
Lack of laborites and lack of
instructional materials
(2)
Pupils attitude towards the subject
(science) affects their performance
(3)
Teacher’s qualification also affect the
pupils performance in science
(4)
Teacher’s teaching method in science
affect pupils performance
(5)
With answers to the above, the
researcher has it in mind that there is going to be a total change in the
teaching of science
PURPOSE
OF STUDY
The
purpose of this study is to find out the problem militating against the
teaching of science the schools
SIGNIFICANCE
OF STUDY
The
teaching of science has not been as effective as it output to be is easily of
pupils in schools it is therefore necessary to diagnose the various factors
responsible for this unheeding state of affairs and proper means by which the
anomalies could be arrested
The
importance of science in the life of man need to be over emphasized therefore
if the subject is note effectively taught, the rudiment that are necessary for
development of the basic concept of science would be lacking at the primary
schools level and this could permeate the other state of the nation’s
educational level it is believed that the importance of science is well under
stood and all the factors responsible for it’s unhealthy development are
quickly nipped on the bud it would be possible to build a science culture
oriented society which will augur well for the healthy development of the
nation
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